scholarly journals Didattica Inclusiva a Distanza: tecnologie e tecniche per l’Inclusione di studenti con disabilità visiva

2020 ◽  
Vol 11 (2) ◽  
pp. 179-186
Author(s):  
Lucia Maffione
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Special Needs ◽  
Teaching Practice ◽  
Visual Disabilities ◽  
Face To Face ◽  
Educational Plan ◽  
Inclusive Teaching ◽  
Individualized Educational Plan

This contribution illustrates the activation of an inclusive teaching practice realized during the suspension of face-to-face lessons, due to the Covid 19 epidemic. The purposes of the intervention were: to respond to the student’s learning special needs, with visual disabilities and attending the Secondary School, as well as to achieve the objectives of her individualized educational plan. Throughout the article many various didactic techniques, software, aids, e-tivity and online open resources are presented to implement inclusive distance learning.

scholarly journals Indonesian Secondary School Students’ Happiness at the Beginning of Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Heny Solekhah
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Teaching Method ◽  
Subjective Assessment ◽  
School Students ◽  
Face To Face ◽  
Long Time ◽  
Learning At Home ◽  
At Home

Happiness is a subjective assessment of individual wellbeing. Adolescents, especially secondary school students living in Islamic Boarding School, experience dramatic changes from learning at their dormitory with face-to-face teaching method to distance learning at home with minimum activities outside their houses. The survey was conducted on 111 respondents of students who had to return home due to the outbreaks of covid-19 pandemic for two months. The research found that the dramatic changes made them had difficulty to adapt new activities at home for a long time while studying independently through distance learning. Only a third of the sample felt happy during the online learning while the majority felt negative emotions such as boredom, unhappiness, and loneliness. The adolescents’ life satisfaction and community engagement significantly correlated with happiness although the size effects were medium. Female students also had lower happiness variables than males. To maintain their happiness, during the pandemic, most of them prefer activities that mostly trigger a sedentary lifestyle.

Students’ Perceptions of the Effectiveness of Online Distance Language Teaching in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 48 (4) ◽  
pp. 386-397
Author(s):  
Denitza Charkova ◽  
◽  
Elena Somova ◽  
Keyword(s):  
Distance Learning ◽  
English Language ◽  
Teaching Practice ◽  
Group Versus ◽  
Hybrid Education ◽  
Face To Face ◽  
Course Effectiveness ◽  
Online Distance Learning ◽  
Face To Face Instruction ◽  
Online Distance

The present study examined the relation between students’ preferred mode of learning (online, face-to-face, and hybrid) and their opinions about the effectiveness of an online distance learning English language course under the circumstances of the COVID-19 pandemic. The students favoring online distance learning constituted a significantly smaller proportion of the group versus those in favor of face-to-face instruction (p = 0.004). A significant relation was established between the students’ preferred mode of education and their opinions about the course effectiveness (p < 0.001). The students whose preferred form of education was compatible with online distance learning rated the course effectiveness at 93%, those favoring face-to-face education at 58%, and the supporters of hybrid education at 81%. Students’ comments and suggestions for the teaching practice in the post epidemic time are discussed.

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals HOW RESPONSIBLE ARE TURKISH SECONDARY SCHOOL STUDENTS FOR DISTANCE LEARNING DURING THE COVID-19 PANDEMIC: A SCALE DEVELOPMENT AND IMPLEMENTATION STUDY

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Ali Yakar
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Study Groups ◽  
Study Group ◽  
School Students ◽  
Face To Face ◽  
School Year ◽  
And Gender ◽  
The City

The purpose of the current study is to investigate the distance learning responsibility levels of secondary school students attending schools in the Aegean Region of Turkey by developing a scale of responsibility for distance learning. The study is a descriptive study employing the survey model. Two different study groups were used in the current study. In the first stage, a total of 477 secondary school students attending schools in the cities of İzmir, Denizli and Muğla in Turkey in the 2020-2021 school year were included in the study group to develop the Scale of Responsibility for Distance Learning. In the second stage of the study, the study group is comprised of 2043 secondary school students selected from among the secondary school students attending schools located in the cities of İzmir, Manisa, Aydın, Denizli, Muğla, Afyonkarahisar, Kütahya and Uşak in the Agean Region of Turkey in the 2020-2021 school year. The data were collected face-to-face and online via Google Forms during COVID-19 pandemic by using the Scale of Responsibility for Distance Learning. According to the findings of the study, the scale is a valid and reliable scale with adequately satisfied psychometric features. Another finding of the current study is that the participating secondary school students’ responsibility scores vary significantly depending on the city where they attend the school, grade level and gender.

Dual Certification Programs

2020 ◽  
Author(s):  
Linda Blanton ◽  
Marleen Pugach
Keyword(s):  
United States ◽  
Teacher Education ◽  
General Education ◽  
Special Needs ◽  
Teaching Practice ◽  
The United States ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Inclusive Teaching ◽  
Dual Certification

Dual certification refers to a teaching license both for general primary and/or secondary education and special needs education simultaneously. This term is unique to the United States, where licensure policy has traditionally offered options for teacher candidates to earn an initial stand-alone license in either general or special needs education, and contrasts with initial teacher education policy patterns outside the United States, where teachers are not typically permitted to earn an initial license for special needs education alone. Various forms of dual certification have existed in the United States for many decades, but until recently they were not the norm. Contemporary teacher educators and policymakers in the United States have adopted and encouraged dual certification as a way of supporting the preparation of teachers for effective inclusive teaching. As a result, dual certification is viewed as a means of restructuring and expanding the entirety of the preservice, initial teacher education curriculum to become highly responsive both to the increasing diversity of students and to the wider range and more complex needs of students who struggle in school, among them students with special needs. Because dual certification addresses the vital question of how best to prepare initial teachers for inclusive teaching, its fundamental, underlying concerns transcend specific national structural or policy issues regarding licensure. Instead, dual certification reflects a focus on the content of initial teacher preparation writ large regarding what kinds of redesigned, reconceptualized clinical, course, and curricular experiences might be most effective in preparing teachers for high-quality inclusive teaching practice. Dual certification calls into question the nature of teacher expertise, challenging basic beliefs about where the responsibility of general education teachers ends and where that of special needs education teachers begins. In this way, dual certification can be viewed as a specific national policy vehicle that addresses common international concerns for developing appropriate preservice curricula that are responsive to the demands of inclusive educational practice. Implementing dual certification is not without its challenges, however, as reflected in some of the early and ongoing attempts at implementation. Therefore, it is critical both to anticipate potential pitfalls as well as to identify potential solutions that are appropriate to the fundamental purposes of preparing teachers for inclusive practice.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

THE COLOUR VISION DEFICIENCIES AMONG STUDENTS OF HUE SECONDARY SCHOOL OF TRANSPORTATION

2013 ◽  
pp. 76-81
Author(s):  
Thi Anh Thu Nguyen ◽  
Thi Mai Dung Nguyen
Keyword(s):  
Secondary School ◽  
Colour Vision ◽  
Daily Life ◽  
Visual Disabilities ◽  
Occupation Group ◽  
Different Types ◽  
Colour Blindness ◽  
Critical Requirement

Background: Colorblind disability causes difficulties for people in daily life. Derived from the critical requirement to detect the patients in order to help prevent inappropriate careers, especially careers related to transportation, this research aim to determine the situations and the distributions of different types of visual disabilities. Materials: 1174 students (787 boys and 387 girls) including 2 groups: occupation group and transportation group were tested with ISHIHARA chromatic plates for colour vision deficiencies (CVD) (CVD iclude the total colour blindness, red- green blindness, red-blindness, green- blindness). The results are showed as follow: (i) Frequency of CVD boys among boy group is 4.70%; (ii) Frequency of CVD girls among girls group is 2.58%; (iii) In boy group, among 3 types of red- green blindness, the green-blindness has the higher frequency (3.18%) comparision with these ones of the red- green blindness and red-blindness. The total colour defiency was hardly; (iv) Frequency of CVD students among occupation group is 4.15%; (v) Frequency of CVD students among transportation group is 3.83%.

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